During this visit, you should work with one or more groups of students if you haven't already, and observe your teacher doing the same. For this journal entry, describe your teacher's teaching style. What type of relationships with students does he or she nurture in his or her classes? How do students perceive that power is distributed in the classes? Does this vary within or across the different classes the teacher has? Cite examples from your observations to support your inferences. Remember to reflect on what style of teaching you will gravitate toward and the how you want to be perceived by your students.
Teaching Style
Trying to find the most common, broad aspect of my three CTs teaching styles is difficult as they are all very different. I have found what they share in common is the use of open ended questions that assist self-guided learning and development. They all seem to promote exploration and reflection. It seems the cloud above their heads says, "What can I do to connect this to my students?" This often guides the discussion and lessons in the classroom.
All three of my CTs seem to have an open and honest relationship with their students. I have heard each one of them ask students why they are receiving e-mails from parents and not having a conversation with them (the students). All three men seem to be working on teaching their students how to be more accountable for their own actions and becoming an advocate for what they believe is right. Granted, this lesson is on a smaller scale in the middle school, it is still an approach and style utilized to teach valuable lessons and continue the students moral/personal development. I find this technique to be valuable and an asset to the students. Not relying on their parents to "check-in" on their grades or class attendance and showing students that they can be responsible for their actions provides more opportunities to own who they are - as a person and a student. Knowing their teachers (or any adult in a senior position) are willing to talk to and treat them like adults seems to make students, especially in the high school, feel more like an adult. This is important! High school students are under the impression that they ARE adults. We know they are very far from adulthood. However, allowing for opportunities that showcase responsibility and maturity will help craft well-rounded, communicative "pre-adults," within and beyond the school classrooms. Moral development is highly influenced by adults, especially educators. This role cannot be forgotten or neglected.
My cooperative teachers execute this role very well in all corners of education. Examples can be seen when they allow students to be self instructed, students are given concrete roles/responsibilities in class, and when students are approached with maturity and as people, not just as students.
In class instruction is usually umbrellaed by broad ideas and questions that help students relate the science subjects to themselves, or things they deem as important. Connections can usually be drawn to all areas of studies, which helps connect students to the subject matter. This provides means for students to connect, understand, learn, explore and create pathways that help science learning.
I agree with this umbrellaed idea and look forward to using such techniques in my classroom. I hope that this kind of environment not only helps students develop as science learners, but as persons in a science world.
What will you do to reinforce these "personal development" goals your CTs obviously feel are important? Have their examples led you to rethink elements of your teaching philosophy?
Teaching Style
Trying to find the most common, broad aspect of my three CTs teaching styles is difficult as they are all very different. I have found what they share in common is the use of open ended questions that assist self-guided learning and development. They all seem to promote exploration and reflection. It seems the cloud above their heads says, "What can I do to connect this to my students?" This often guides the discussion and lessons in the classroom.
All three of my CTs seem to have an open and honest relationship with their students. I have heard each one of them ask students why they are receiving e-mails from parents and not having a conversation with them (the students). All three men seem to be working on teaching their students how to be more accountable for their own actions and becoming an advocate for what they believe is right. Granted, this lesson is on a smaller scale in the middle school, it is still an approach and style utilized to teach valuable lessons and continue the students moral/personal development. I find this technique to be valuable and an asset to the students. Not relying on their parents to "check-in" on their grades or class attendance and showing students that they can be responsible for their actions provides more opportunities to own who they are - as a person and a student. Knowing their teachers (or any adult in a senior position) are willing to talk to and treat them like adults seems to make students, especially in the high school, feel more like an adult. This is important! High school students are under the impression that they ARE adults. We know they are very far from adulthood. However, allowing for opportunities that showcase responsibility and maturity will help craft well-rounded, communicative "pre-adults," within and beyond the school classrooms. Moral development is highly influenced by adults, especially educators. This role cannot be forgotten or neglected.
My cooperative teachers execute this role very well in all corners of education. Examples can be seen when they allow students to be self instructed, students are given concrete roles/responsibilities in class, and when students are approached with maturity and as people, not just as students.
In class instruction is usually umbrellaed by broad ideas and questions that help students relate the science subjects to themselves, or things they deem as important. Connections can usually be drawn to all areas of studies, which helps connect students to the subject matter. This provides means for students to connect, understand, learn, explore and create pathways that help science learning.
I agree with this umbrellaed idea and look forward to using such techniques in my classroom. I hope that this kind of environment not only helps students develop as science learners, but as persons in a science world.
What will you do to reinforce these "personal development" goals your CTs obviously feel are important? Have their examples led you to rethink elements of your teaching philosophy?